The Extent of Religious and Spiritual Determination in Resilience and Coping Ability Among University Students Amidst Pandemic

This study explored two main issues, (1) the extent of resilience in academic achievement among university students amidst Covid-19 socio-economic restriction policies, and (2) the map of the students' coping abilities to deal with uncertain situations. An 8-item Academic Success Inventory indicated academic achievement for College Students (ASICS) scale, the resilience level was measured by the 25-item Connor-Davidson Resilience Scale (CDRS) and the coping abilities were mapped using the 21-item Coping Inventory for Stressful Situations (CISC-21). The focus group discussion (FGD) and peer interviews were later used to confirm the results of the scales. 263 respondents passed the inclusion criteria with different demographic backgrounds, including affiliations, economic status, and study assistance. The results dictated that according to 8-item ASICS scale, the mean score was 3,81 which means impressive . Concerning the resilience level, 25-item CDRS unveiled the mean score of 4,08 which means highly resilient . The 21-item CISC noted 3,8 of the mean score, which means good . Regarding the mapping of respondents' coping abilities, emotion-oriented coping category was more dominant. This study suggests the need for a special task force to locate, list, and facilitate students who struggled to meet academic and economic demands due to the global pandemic.

still having to meet basic living needs. This study aims to explore these issues so that they can provide a clear picture of what kind of effective combination of resilience and coping mechanisms can help students survive in the middle of a pandemic, but still excel academically.
Psychological resilience is significantly related to academic achievement and is closely related to socio-demographic factors. Sakız & Aftab (2019) examined 810 learners from Vocational Schools and Non-Vocational Schools in Turkey using academic track record and questionnaire distribution. Their study indicates that academic achievement and psychological resilience are significantly related and depend on socio-demographic factors such as income amount and background back education. Click et al. (2017) compares the relationship between academic achievement and the psychological dimension of resilience and the relationship between the spirit of learning with mental resilience and persistence through the process. There is a significant correlation between persistence and zest for learning with high scores in academic transcripts which suggests that resilience provides an internal impetus to continue to excel academically amidst limited demands and conditions. Boyraz et al. (2019) concludes that interventions targeting aspects of the academic external control locus may help reduce the impact of posttraumatic psychological distress on academic achievement student. Park & Kim (2018) found that free time owned by students cannot be put to good use due to the burden of the mind on the demands of academic tasks able to cause prolonged stress. The study concluded that among the effective coping strategies developed were (a) busying oneself with physical activity, (b) turning the mind to fantasy imaginative as a form of non-physical discretement, (c) developing maladaptive coping mechanisms, and (d) relying on religious beliefs and spiritual forces.
Based on the development of the resilience variables, coping mechanisms, and academic achievements of students in the context of socio-economic restrictions due to the Covid-19 pandemic stated previously, the problem of concern for this study is (a) how effective was the extent of resilience on the skill of students to maintain academic achievement in the midst of socio-economic restriction policies due to the  what form of student coping mechanism in maintaining academic achievement amid socio-economic restriction policies due to the Covid-19 pandemic? This study seeks (a) to understand how effective the extent of resilience is on the skill of students to maintain academic achievement amid socio-economic restriction policies due to the Covid- 19 pandemic, (b) to categorize forms of student coping mechanisms in maintaining academic achievement in the midst of socio-economic restriction policies due to the Covid- 19 pandemic, and (c) to take into account the consideration of policy formulation for the Government, Universities, and other related parties by considering the condition of students affected by extraordinary events such as the global pandemic. The present study uses a qualitative approach with a descriptive exploratory method to study resilience in university students during the Covid-19 pandemic. The study was carried out with 263 participants from a university in southeast Sulawesi Province, Indonesia. The academic achievements of the respondents were assessed on the ASICS scale, while form and level of resilience were calculated using the Connor-Davidson Resilience Scale and coping mechanisms were traced using a coping inventory for stressful situations. Data analysis used principal component analysis to determine which items on the scale had the most significant impact. Descriptive statistical analysis was also carried out to see the distribution and complete the principal components analysis. Each demographic data scale was presented descriptively and thematic analysis was used to map the data from the interviews and those obtained from the documentation. The validity of the measuring instrument was tested by correlating each measurement instrument item with a total score, which is the sum of each item score. Concerning the impacts, theoretically, this study would help to inform policy decisions on how to best support students during times of crisis. Conceptually and cotextually, this study underscores the need for further research on the issue to better understand the factors that contribute to resilience in the face of socio-economic restrictions, particularly in the Southeast Celebes. In an empirical and practical term, the study provides some considerations for policies that promote resilience that may help reduce socio-economic restrictions' negative impact on academic achievement. Concerning the political implication, this study suggests far-reaching implications for social cohesion and stability.

B. Some Pertinent Ideas B.1 Resilience and Academic Skill
Resilience is one of the heuristics and integrative concepts that stand out in the 21 st century in the field of social sciences. 15 However, the definition of resilience is difficult to pin down. There is debate about the basic nature of resilience, such as whether it is an innate trait or should be trained, whether resilience is a cause or effect, and how a general model of that resilience is. 16 This study views resilience as a positive individual character trait or capacity that helps a person face challenges in the surrounding environment while maintaining their mental state when under pressure. 17 This definition is consistent with the emphasis on positive psychology of adaptive forces and the values of the human good that mention that resilience becomes the cause of the consequences of the positive consequences from various aspects of human life. 18 This protective mechanism changes the view of risk and directs the mind to focus more on the positive results that can be obtained. 19 Measuring the range of factors that trigger the mechanism is crucial in understanding the mechanisms behind protective factors and risk factors to enable the design of an intervention strategy and necessary actions. 20 Students' resilience can be measured by paying attention to internal factors such as personal character and external factors such as family and community. 21 These factors are obtained through an assessment of the student's perception of themselves, the forms of support obtained from the family and the surrounding environment including among them are friends, peers, neighbors, on-campus communities, and other off-campus communities of interest or talent. 22 Academic achievement is supported by mental resilience to maintain optimism. It also refers to the cognitive and emotional evaluative skills of individuals which fall into the category of satisfying or disappointing. Research shows that demographic factors (such as marital status, level of education, occupation, and income), personal character (such as selfopenness and encouragement of achieving goals or life goals), and customs greatly affect a person's self-health condition. 23 Furthermore, some findings also confirm that minor aspects of personality, such as self-confidence, locus of control, desire, and determination, can also determine the constancy of the heart so that it can significantly affect academic achievement. 24 Such factors and aspects are summarized from various studies and case studies that conclude that there is a close and inseparable knot between resilience and academic achievements. In detail, the findings show that children and adolescents who can develop resilient characters can anticipate and handle the mental stresses and dynamics of school life independently. 25 A comparative study between resilient students and sensitive students shows that resilient students are better able to maintain optimism and feeling satisfied with the results of one's own work (Deng et al., 2020) Even in the act of mentoring, students who attend resilience training show a decrease in scores on symptoms of depression, negative thoughts, and feelings of excessive anxiety. 26

B.2 Coping Mechanisms and Academic Achievement
Coping is a specific process in which the individual goes through a series of thoughts and behaviors to regulate the internal and external demands of a precarious situation so that it does not have the potential to cause psychological injury. 27 Coping can be understood using two kinds of approaches, namely contextually and stylistically. The contextual approach to understanding coping starts from the case experienced by the individual while the stylistic approach first looks at the response of the individual when confronted with the situation full of pressure to see how he responds and behaves.
The coping mechanisms individuals exhibit can be task-oriented, emotion-oriented, or based on denial strategies. The task-oriented coping mechanism aims to reassess the problem in a structured manner and then change the situation. It is done by trying to solve the problem or minimizing the consequences as much as possible by first taking precautions. Emotion-oriented coping aims to reduce psychological distress through emotional responses such as blaming oneself, venting anger, busying self, or fantasizing. Coping with avoidance is a strategy to avoid pressure by diverting oneself to social interaction or by busying oneself to do various kinds of work. 28 Coping mechanisms are recommended as a process responsible for adapting to uncertain situations and, to some extent, a benchmark for a person's mental strength. 29 Some coping strategies are considered to significantly influence mental and physical health, such as self-acceptance, problem-based coping, rational action, and rising from a downturn. Problem-based coping strategies and positive re-imagining that are performed after students go through the exam are considered to be able to predict their emotional response when they later receive a grade. Likewise, problem-based coping that is applied together with positive self-acceptance can increase students' confidence to complete studies in a timely manner. 30 Specifically, a study on the extent of coping on self-control can increase students' academic progress above average when associated with other variables such as demographic data and innate traits. 31 This includes satisfactory grades and a positive outlook on campus life. In addition, emotional feeling-based coping can only predict negative feelings while denial-based coping can predict both negative and positive feelings.

C. Research Method C.1 Research Design
The present study uses a qualitative approach with a descriptive exploratory method. This method is chosen considering the lack of information on what and how resilience the student shows in their respective domiciles and contexts. This method, in particular, targets the following targets: (a) recognizing and understanding facts, settings, and other related basics, (b) bringing forward new ideas, conjectures, and new hypotheses, and (c) formulated core questions and problems for further study in future study.

C.2 Respondents
Research data obtained from university students who were affected by Government policies during the Covid-19 pandemic, namely Large-Scale Social Restrictions which bore derivative policies such as the prohibition of traveling across regions, the prohibition of gatherings and causing crowds, the implementation of online academic activities, and appeals for doing worship at home / boarding house. The university in question is located in southeast Sulawesi Province. Students who enter the inclusion criteria mentioned do not act as representations of all students in Southeast Sulawesi. The total number of participants was 263. The survey was carried out based on the context of the location around the Higher Education campus in the Southeast Sulawesi region, Indonesia. Respondents' demographic data is summarized in the graph 1. Referring to the demographic data of the respondents, it can be concluded that the respondents who participated in this study were domiciled around the location of the campus where they attended lectures, came from faculties that were quite popular in the community and were still in the early years of lectures.

C.3 Instruments
This study used the Academic Success Inventory for College Students (ASICS) scale to obtain simplified data on respondents' academic achievement into eight items in four categories, namely (1) general academic skill, (2) concentration, (3) self-management, and (4) external motivation. 32 Respondents' resilience levels were measured using the Connor-Davidson scale containing 25 items (CD-25) in 6 categories namely (1) adaptation to changes and erratic conditions, (2) focus, hard work, and clear-headedness, (3) insoluble in difficulties and sadness, (4) emotional and stress management, (5) spirituality and selfconfidence, and (6) family and kinship relationships 33 . Meanwhile, the coping abilities of the respondents were mapped through the Coping Inventory for Stressful Situation scale consisting of 21 items (CISC-21) for three categories, namely (1) task-oriented coping. ), (2) emotion-oriented coping, and (3) diversion/ avoidance-oriented (Chen, 2016)< 34 sup>4</sup> (Chen 2016). The scale is measured based on 5 (five) ranges of numbers, namely 5 (strongly agree), 4 (agree), 3 (doubt), 2 (disagree) and 1 (strongly disagree). Eight simplified items of ASICS are obtained from categories such as general academic skills, concentration, self-management, and external motivation. In detail, here are the items by category that come with the embedded number code in table 1.
Table1; Categories of Respondents' Academic Achievement Findings Category Items Codes General academic skills I search and study the right material for each course I program (Q.06).
1 I strive to get the highest score on every course I program (Q.10).
2 I try as hard as I can to be present at every meeting and not miss the material (Q. 16) 3 I use certain strategies to achieve semester study targets in each course (Q.46) 4

Concentration
I was able to focus on all materials and activities when attending the class session (Q.07).

Personal adjustment
Personal problems prevent me from concentrating on class (Q.30).

6
External motivation I had to get a perfect score from each course to maintain a GPA (Q.49) 7 I must not fail to go to college so that in the future I can have a successful career (Q.23).

C.4 Procedures
Participants completed a questionnaire given based on self-awareness to participate in the study and complete demographic data. Before filling out the questionnaire in question, participants were given a verbal explanation regarding the confidentiality of personal data and information provided, ethics and procedures for filling out the questionnaire, as well as the contributive impact they provide. The academic achievements of the respondents were assessed on the ASICS scale. The form and level of resilience were calculated using the Connor-Davidson Resilience Scale as well as the coping mechanisms traced using coping inventory for stressful situation.

C.5 Data Analysis
Data analysis used principal component analysis to determine which items on the scale had the most significant impact. Descriptive statistical analysis was also carried out to see the distribution and complete the analysis of the principal components. Each demographic data scale will be presented descriptively. Thematic analysis will be used to map the data from the interviews and those obtained from the documentation. To test the validity of the measuring instrument, the correlation between the parts of the measuring instrument as a whole will be sought by correlating each measurement instrument item with a total score, which is the sum of each item score. Validity will be calculated using the pearson product moment correlation technique. The validity test in this study used a significance level for a two-way test of 5%, with df = N-2. The value of n in this study is 263, so the value of df = 102. Therefore, the value of the table r = 0.127 can be determined. The basis for making decisions on this validity test is: 1) If r value > 0.127 then the question item is valid; 2) If r value < 0.127 then the question item is invalid.
The calculated r value is obtained from the calculation results of the Pearson Product Moment correlation between the score of each question item and the total score. For the Reliability assessment, the Cronbach's Alpha (α) was used. The basis for decision making on reliability tests with Cronbach Alpha (α) was as follows: 1. If the Cronbach Alpha ≥ 0.60 then the data is reliable.
2. If the Cronbach Alpha < 0.60 then the questionnaire is declared unreliable.

D. Findings D.1 Descriptives on Respondents' Academic Achievement
The findings data relating to the academic achievements of the respondents based on eight simplified items of the ASICS scale are described in the table 2.

D.2 Descriptives on Respondents' Resilience Level
Data on respondents' resilience rates were calculated using the Connor-Davidson resilience scale, which was adapted and adjusted for 25 question items. The answers given by the respondents were classified into a Likert scale with the following captions: 1 (Strongly Disagree), 2 (Disagree), 3 (Doubt), 4 (Agree), and 5 (Strongly Agree). The presentation of respondents' responses to each question is delivered accumulatively in one summary table so that the full picture can be clearly described. Here is a

D.3 Descriptives on Respondents' Coping Skill
Data on respondents' Coping Skill were calculated using the Coping Inventory for Stressful Situations Scale, which was adapted and adjusted for 21 question item. The answers given by the respondents were classified into two categories with the following information: 1 (Agree), 2 (Disagree), 3 (Doubt), 4 (Agree), and 5 (Strongly Agree). The presentation of respondents' responses to each question is delivered accumulatively in one summary table so that the full picture can be clearly described by table 4.  From the results of the validity test for the academic achievement variable above, it was found that the r value > r table 0.127, then all the items of the question of the variable are valid.

D.5 Reliability Test of Academic Achievement Variables
All question items in the academic achievement variable have been declared valid, so the reliability test can be carried out. The results of the reliability test on variable X are obtained as shown in table 6. The result calculated the value of Cronbach's Alpha was 0.077 which means that lebih kecil of 0.60 then each question item can be said to be unreliable. So, for academic achievement variables, questionnaire questions cannot be used for the next analysis process are the answer data to question items number 1-8 (all questions).

D.6 Resilience Level Variable Validity Test
The respondent's resilience level variable was measured through questions 1-25 using the help of the SPSS 25 program so that the following results were obtained in table 7.

D.7 Resilience Level Variable Reliability Test
Some of the question items in the resilience level variable have been declared valid, so the reliability test cannot be carried out. The results of the reliability test on the ensi resilience level variable were obtained as shown in table 8. From the data obtained the value of Cronbach's Alpha is 0.962 which means Greater than 0.60 then each item of the question can be said to be unreliable. So, for the Resilience Level variable, the questionnaire question that cannot be used for the next analysis process is the answer data to questions 1-25 (all questions).

D.8 Coping Skill Variable Validity Test
Respondents' Coping Skill Variables were measured through questions 1-21 using the help of the SPSS 25 program so that the following results were obtained in the table 9.

D.9 Coping Skill Variable Reliability Test
Some of the question items in the coping skill variable have been declared invalid, so the reliability test cannot be carried out. The results of the reliability test on the Coping Skill variable were obtained as table 10. The result calculated the value of Cronbach's Alpha was 0.740 which means Greater than 0.60 then each question item can be said to be reliable. So, for all questionnaire questions on the varied skills of coping skills, all of them can be used for the next analysis process, namely statement items number 1-21.

E. 10 Descriptive Interpretation of Questionnaire Data Distribution
The distribution of the statements of the respondents is explained based on the mean score on each variable. The highest score representing the positive statement of the respondent is 5 and the lowest score representing the negative statement is 1. The interval of the score is calculated according to the following formula: the highest score minus the lowest score and then divided by 5 which results in 0.80. Based on these calculations, the answer range is obtained to determine the category (based on the Likert scale) as table 11. The categorization of the answer, as well as the analysis of the answer score index concerning the Academic Achievement variable is explained through the table 12.  I had to get a perfect score from each course to maintain a GPA 4,48 Very Impressive 8.
I must not fail to go to college so that I can have a successful career in the future.

4,10 Impressive
The previous table explains that, in general, respondents have impressive academic achievements. The highest average score is indicated by the external category (items number 7 and 8) which indicates that respondents strive to maintain academic performance due to the encouragement of external motivations such as obtaining perfect scores in each course and ideals of success when they have gone through lectures. However, respondents showed low scores on class attendance, indicating that they struggled to divide their focus and time to meet college obligations while still looking for other sources of financing to support life needs and college needs.
Furthermore, the results of the answer and analysis of the answer score index against the resilience level variable are described through the table 13. The previous table provides information regarding the distribution of respondents' responses to statements presented on 25 items of the Connor-Davidson resilience scale. In general, the average respondent's mean score across items is 4.08, so it can be concluded that the respondent has a high level of resilience. Specifically, from several categories of scalebuilding such as (1) Adaptation to changes and erratic conditions (items number 1, 4, 5, and 24), (2) Focus, hard work, and clear-headed (items number 10, 7, 14, 15, 18, 20, and 21), (3) Insoluble in difficulties and sadness (items number 8, 12, and 16), (4) Emotional and stress management (items number 6 and 19), (5) Spirituality and self-confidence (items number 3, 9, 11, 17, 22, and 25), and (6) Familial and kinship relations (items number 2 and 13) found that respondents earned the highest mean score in category 3 i.e. Insoluble in adversity and sadness with a mean score on 3 items in the category as high as 4.22. On the contrary, the respondents achieved the lowest mean score in category 2, namely focus, hard work and clearheadedness, with an average score of 7 items worth 3.94. In summary, the level of resilience of respondents by category is summarized in the table 14. Meanwhile, the results of the answer and analysis of the answer score index against the Coping Skill variable are explained through the table 15.  Good 20. Focus on one's own shortcomings and limitations before making a decision.
3,28 Enough 21. Call or message a friend or best friend to vent about the problem or situation I am facing.

4,22 Excellent
The previous table shows that, in general, the coping skill of respondents is good with an average mean score of 3.80. In detail, the CISS coping scale with 21 items is divided into three categories, namely (1) Problem-solving-oriented coping (items number 2, 6, 8, 11, 13, 16, and 19), (2) channeling/overflow-oriented coping emotions (items number 1, 4, 7, 9, 15, 18, and 21), and (3) Coping-oriented redirection/denial (items number 3, 5, 10, 12, 14, 17, and 20). Of the three categories, respondents obtained the highest mean score in category 2, namely Coping oriented channeling/overflowing emotions with a mean score in 7 items amounting to 4.04 (category Ok). In contrast, respondents got the lowest mean score in category 3, namely redirect-oriented coping with a mean score in 7 items of 3.61 (Good category). This indicates that respondents generally choose to channel or overflow emotions as a means of strategy to overcome the burden of thoughts due to being overwritten by problems. In summary, the coping skill of the respondents by category is summarized in the table 16: Oriented channeling / overflow of emotions 4,04 Excellent 3.

E. Interpretation and Discussion
This study aimed to (1) determine how effective the extent of resilience is on the skill of students to maintain academic achievement amid socio-economic restriction policies due to the Covid-19 pandemic and (2) to categorize the forms of student coping mechanisms in maintaining academic achievement amid socio-economic restriction policies due to the Covid-19 pandemic. The findings from the exploration of these two issues are expected to be able to provide consideration for policy formulation for the Government, Universities, and other related parties by considering the condition of students who are affected by extraordinary events such as the global pandemic.
Through descriptive exploratory study method, the present study uses several instruments to explore study-related issues. The average respondent's score on the Connor-Davidson resilience scale is 4.08, indicating a high level of resilience. The highest average score is in the category of adaptation to changes and erratic conditions, while the lowest average score is in the category of focus, hard work, and clear-headedness. The average respondent's score on the CISS coping scale is 3.80, indicating a good level of coping skills. The highest average score is in the category of coping-oriented channeling/overflowing emotions, while the lowest average score is in the category of coping-oriented redirection/denial.
In conclusion, 263 recorded responses predicted that the extent of resilience in their academic achievements amid the policy of socio-economic restrictions due to the Covid-19 pandemic was quite effective. Although the Connor-Davidson scale showed that respondents generally achieved a very high mean score on the insoluble aspects of adversity and sadness, the relationship aspect kinship and kinship were reinforced by respondents' statements in peer interview sessions. In addition, based on the CISC scale, the mapping of respondents' coping abilities showed that their channeling or emotional overflow-oriented problem-solving categories were at very good levels.
This descriptive exploratory study found that aspects of family and family kinship relationships as well as aspects of spirituality and religious determination in the resilience and coping skills of the respondents, have a significant relationship with the ability of the respondents to maintain academic achievements during the pandemic. This has a positive correlation with the findings of Sakiz and Aftab 35 which found that the psychological condition of learners supports academic achievement by considering socio-demographic factors. However, this study emphasizes aspects of an individual's relationship with his family and community. This study also supports the findings of a study conducted by Click et al. 36 shows that resilience that arises amid limited conditions with high academic demands triggers students to increase enthusiasm learn them. Research revealed that although respondents did not receive social financial assistance and only received academic financial assistance that depended on their respective campus policies, respondents were able to continue their studies and showed efforts to maintain academic achievement. This is done by undergoing a side job with a very low-income value compared to the applicable income standards. Click et al. psychological dimension to the spirit of learning and found a significant correlation between the two in which resilience provided internal encouragement to continue to show achievements. This study, slightly different, shows that respondents already have a personality with psychological abilities and good spirituality so it gives internal encouragement to the respondent's efforts to maintain academic achievement as long as the social restriction policy is in effect.
Furthermore, regarding free time, this study shows that respondents were able to take advantage of free time, which is possible by the impact of the implementation of social restriction policies such as online learning to restrictions on activities outside the home by undergoing unbound work. In comparison Park and Kim 37 showed in their study that free time is owned by students but cannot be put to good use due to the burden of the mind on the demands of academic tasks could cause prolonged stress. In this study, respondents could get support from colleagues who helped complete academic tasks if it turned out that respondents had to work for a longer duration than they should have scheduled. Research conducted by Park and Kim 38 mentions four coping strategies developed by learners to get around the burden of academic routines, namely (a) busying themselves with physical activities, (b) turning the mind to imaginative fantasies as a form of non-physical discrepancy, (c) developing maladaptive coping mechanisms, and (d) relying on religious beliefs and spiritual strength. This study also shows indications of two of the four strategies: diversion through physical activity and switching to worship activities according to religious beliefs and spiritual strength such as performing prayers.
This study revealed that the factors that most influenced the resilience skills of the respondents in the context of maintaining academic achievement were motivational and attraction factors. This is shown through the respondent's willingness to go to college while working while working part-time but still maintaining mental health by establishing kinship or distracting by being oriented towards channeling emotions through spiritual and physical activities. Additionally, respondents also showed an attitude of responsibility for the extent to which they lived through the concept of self-acceptance, relationship-based, and spiritual coping, based on rational considerations, and did not dissolve in the psychological burden caused by the problems they faced. The concept has proven to be able to direct respondents' emotional responses both positive and negative without having to sacrifice their academic careers. This study also showed that respondents' coping skill that was almost evenly distributed in three categories, namely problem solving-oriented, channeling/emotional overflow-oriented, and diversion/denial-oriented, was able to bridge respondents' resilience to build mental resilience and adaptive attitudes by anticipating aspects of censure. Referring to respondents' mean scores in these two variables, verified through respondents' statements through peer interviews, showed positive results that put respondents at a resilience level, which means they were highly resilient and able to adjust to uncertain conditions, which in the context of this study are conditions for implementing social restriction during a pandemic. Therefore, it can be understood that the respondent's high level of resilience is able to establish a correlation with the built coping skill so that respondents can use it to maintain their academic achievement in uncertain situations such as the pandemic period.
These positive findings can certainly be considered politically by policymakers. The government must pay attention and make strategic policies to anticipate the development of students' academic careers, especially during a pandemic. Sufficient social and academic financial assistance will certainly be able to provide opportunities for students to focus more on academic activities and not have to divide attention on a side job to make ends meet and meet college needs. Similarly, for policy makers at the higher education level, the policy of reducing the amount of tuition fees (UKT) payments to the release of tuition fees (UKT) payments has proven to provide meaningful relief to students. i). The provision of internet quota package assistance to accommodate online lectures is on target. It must be expanded to supporting aspects of other academic activities such as fulfilling the necessities of life. Therefore, it is not an exaggeration if policymakers at the national level and in higher education to form a work unit that records, facilitating, to accommodating the interests of students from the underprivileged or affected by the social restriction policy. The goal is that they will still be able to continue their studies and meet their daily needs through emergency reserve programs appropriately in certain conditions or situations.

G. Conclusions
The present study was a descriptive exploratory study that explored the extent of resilience and coping skill to students' academic achievement during the pandemic. Based on the methodological reference, it was found that from the 8 items of the ASICS scale, the respondents obtained a mean score of 3.81 which means that they generally obtained impressive criteria. For the CD-25 resilience scale, respondents earned a mean score of 4.08 on the scale which means that respondents' resilience rates were high. As for the CISC-21 scale, respondents obtained a mean score of 3.8 which means that respondents generally obtained good criteria. These scales are then confirmed through focus-group discussions (FGDs) and peer interviews. Of the two activities, it was found that although respondents were vulnerable to psychological stress due to having to divide time between college and work with very low incomes without social financial assistance from the government, they were still able to maintain academic achievements by maintaining kinship relationships, developing the positive side of their mental strength, or seeking pleasure through other activities to avoid psychological distress. Answering the formulation of the problem that was formulated at the beginning, this study concludes that the extent of resilience in students' academic achievement in the midst of socio-economic restriction policies due to the Covid-19 pandemic is quite effective. Regarding the question of respondents' coping skill, this study shows that respondents are generally more dominant in problem-solving oriented towards channeling or overflowing emotions. The respondent's statement confirmed the respondent's resilience and coping skill in the peer interview session that the respondent's mental/ psychological strength had a strong basis in the aspects of family and kinship relationships that they had as well as on the aspects of psychological-spiritual advantages that had been embedded in the respondent's personality. Only a small percentage of the respondents tended to diversion-or denial-oriented problem solving.

H. Limitations and Suggestions
The present study is still limited to measurements based on scale. It needs further and in-depth exploration of some instances. The study was also carried out in a pandemic atmosphere so that the study team limited movement and respondents who took part in this study. Future studies should pay attention to other particular aspects related to the individual experiences of the respondents. Therefore, it suggests further explorations to some extents of the empirical approach that involves a wider demographic range.
Concerning the findings of the present study, the Government must pay attention to and make strategic policies to anticipate the development of students' academic careers, especially during the pandemic. Similarly, for policymakers at the higher education level, the policy of reducing the amount of tuition fees (UKT) to the release of tuition fees (UKT) payments has proven to be able to provide meaningful relief for students. Policy makers at the national level and in universities need to form a work unit that records, facilitates and accommodates the interests of underprivileged or affected students. Arora, Ridhi, and